The micro-determinants of meso-level learning and innovation: evidence from a Chilean wine cluster   总被引：7，自引：0，他引：7  

Elisa Giuliani  Martin Bell 《Research Policy》2005,34(1):47-68

Most analyses of the relationship between spatial clustering and the technological learning of firms have emphasised the influence of the former on the latter, and have focused on intra-cluster learning as the driver of innovative performance. This paper reverses those perspectives. It examines the influence of individual firms’ absorptive capacities on both the functioning of the intra-cluster knowledge system and its interconnection with extra-cluster knowledge. It applies social network analysis to identify different cognitive roles played by cluster firms and the overall structure of the knowledge system of a wine cluster in Chile. The results show that knowledge is not diffused evenly ‘in the air’, but flows within a core group of firms characterised by advanced absorptive capacities. Firms’ different cognitive roles include some—as in the case of technological gatekeepers—that contribute actively to the acquisition, creation and diffusion of knowledge. Others remain cognitively isolated from the cluster, though in some cases strongly linked to extra-cluster knowledge. Possible implications for policy are noted.  相似文献   

Sustainability and distance learning: a diverse European experience?     

Simon Bell  Chris Douce  Sandra Caeiro  Antonio Teixeira  Rosa Martín-Aranda  Daniel Otto 《Open Learning》2017,32(2):95-102

Higher Education (HE) is experiencing disruption from technologies, demographics, the globalising world and longer life expectancy. Historically Higher Education has had a legacy of being seen as the requirement for an educated ‘elite’, there has been a policy ambition set in various countries (including the UK) for it to become the expectation for much wider segments of the population as a whole. As students become ‘everyone’ and learning becomes ‘all the time’ Distance Teaching and Research Institutions have a tremendous opportunity but there are also many disruptions and barriers to overcome. Higher Education institutions have an important role within Education for Sustainable Development and sustainable lifestyles; one of the important goals and targets of the United Nations Sustainable Development goals for 2030. Higher Education can contribute to sustainability in many ways – social, technical and environmental; globally and locally. In particular distance-learning universities due to the flexibility in the learning process, use of technologies, and inter-disciplinary approach to teaching and learning, constitute key factors in education for sustainable development. But what will this contribution look like? In this paper, the responses from senior leaders in four major European distance-learning universities are presented, compared and discussed. The tentative conclusions draw out some strategic imperatives for sustainable higher education in the twenty first century.  相似文献   

Grounds for health: the intersection of green school grounds and health‐promoting schools     

Anne C. Bell  Janet E. Dyment 《Environmental Education Research》2008,14(1):77-90

Despite the growing body of research on green school grounds, relatively little has been written about their relationship with health promotion, particularly from a holistic health perspective. It is this relationship that we explore in this paper – the power and potential of green school grounds to promote health and well‐being and to be an integral element of multifaceted, school‐based health promotion strategies. Specifically, we bring together recent research to examine green school grounds as places where the interests of educators and children’s health advocates can meet, inform and support one another. By grounding our comments in recent thinking about health‐promoting schools, we highlight the growing body of evidence that green school grounds, as a school setting, can contribute to children’s physical, mental, social and spiritual well‐being.  相似文献   

Effects of seated and standing cold water immersion on recovery from repeated sprinting     

Jonathan D. C. Leeder  Ken A. van Someren  Phillip G. Bell  John R. Spence  Andrew P. Jewell  David Gaze 《Journal of sports sciences》2015,33(15):1544-1552

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Education Abroad and College Completion     

Bhatt  Rachana  Bell  Angela  Rubin  Donald L.  Shiflet  Coryn  Hodges  Leslie 《Research in higher education》2022,63(6):987-1014

Research in Higher Education - While some stakeholders presume that studying abroad distracts students from efficient pursuit of their programs of study, others regard education abroad as a high...  相似文献   

What makes students satisfied? A discussion and analysis of the UK’s national student survey     

Adrian R. Bell 《Journal of Further & Higher Education》2018,42(8):1118-1142

This paper analyses data from the National Students Survey, determining which groups of students expressed the greatest levels of satisfaction. We find students registered on clinical degrees and those studying humanities to be the most satisfied, with those in general engineering and media studies the least. We also find contentment to be higher among part-time students, and significantly higher among Russell group and post-1992 universities. We further investigate the sub-areas that drive overall student satisfaction, finding teaching and course organisation to be the most important aspects, with resources and assessment and feedback far less relevant. We then develop a multi-attribute measure of satisfaction which we argue produces a more accurate and more stable reflection of overall student satisfaction than that based on a single question.  相似文献   

Instructional management: A defined role for the teacher     

Clifton B. Chadwick  Donald T. Tosti  D. Scott Bell 《Performance Improvement》1968,7(2):5-7

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The effectiveness of programmed instruction for attitudinal learning     

Margaret E. Bell  John P. Dolly  Terry Helsley 《Performance Improvement》1979,18(8):19-21

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Developmental patterns of children's shyness: Relations with physiological,emotional, and regulatory responses to being treated unfairly     

Raha Hassan  Cynthia L. Smith  Louis A. Schmidt  Christina A. Brook  Martha Ann Bell 《Child development》2023,94(6):1745-1761

The dysregulation of social fear has been widely studied in children's shyness, but we know little about how shy children regulate during unfair treatment. We first characterized developmental patterns of children's shyness (N = 304, n_girls = 153; 74% White, 26% Other) across 2 (M_age = 2.07), 3 (M_age = 3.08), 4 (M_age = 4.08), and 6 (M_age = 6.58) years of age. Data collection occurred from 2007 to 2014. At age 6, the high stable group had higher cardiac vagal withdrawal and lower expressed sadness and approach-related regulatory strategy than the low stable group when being treated unfairly. Although shy children may be more physiologically impacted by being treated unfairly, they may mask their sadness to signal appeasement.  相似文献   

Innovations to adult basic education using programmed instruction     

D. A. Bell 《Performance Improvement》1971,10(10):12-14

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